Lindsay Tanner Katherine Mustard CURR335 (8 Lesson assignment) Canadian History (1919-1929) Grade 10 Applied Focus on Power Struggles and the Social History of the “Roaring Twenties”

Lesson Title: Introducing 1919 -1929 A) Overview: Students will be introduced to the worldviews from 1919 to 1929 through a cartoon and an interactive activity that involves student reflection and background knowledge.

B) Learning Goal: Students will list what they know (previous knowledge) about unit topics that will be covered in class. Students will reflect on what they know and what they do not know about power struggles in the 1920s. They will write a learning goal for themselves based on that reflection. C) Curriculum Expectations: Grade 10 Applied; B: Canada, 1914 – 1929

1. Overall Expectation: B – Social, Economic, and Political Context: describe some key social, economic and political events, trends, and developments in Canada between 1914 – 1929, and assess how they affected the lives on people in Canada. D) Materials: i. ii. iii.

Video Clip 1.1 Poster paper (6 pieces) Markers

E) Plan of Instruction: 75 minutes Step 1: Warm up (10 minutes)  Teacher will play Video 1.1  Students will be asked to give their opinions and perspectives on the video.  Why would this cartoon be coming out in the early 1930s? Who is the target audience? What background would the audience have had? What background would the parents of the target audience have?  Are there any power struggles being presented in this cartoon?  Are there any discriminatory representations of minorities?  The teacher should point out the “black face” at the end of the cartoon  The teacher should inform the students that the cartoon is from 1931 Step 2: Discussion (background knowledge) (15 minutes)  The teacher will ask students what year WWI ended (this should be review as they just completed studying WWI)  Next, the teacher will ask students what would have changed at the end of the war. Would people go right back to living the lives they had before the war? Were Canadians the same after the war?  The teacher will teach the students about power struggle after the war. o After the struggle in WWI, Canadian law makers asserted their power over women, minorities, and those who were vulnerable. A power struggle occurred

after WWI within Canadian society. Some of those with less power fought back, some were unable to. Step 3: Modeling (5 minutes)  The teacher will tape 6 pieces of poster paper around the room and give each student a marker. Each poster paper will have one of the following titles; o Soldiers after WWI o Women in the 1920s o Aboriginal people in the 1920s o Immigrants in the 1920s o Flappers o Canadian Identity o Characters of the 1920s (Cartoons, books, movies)  The teacher will then divide the class into 7 groups and assign each group a poster.  Students will then participate in a jigsaw activity. Step 4: Guided Practice (21 minutes)  Students will spend 3 minutes on each poster paper. Students will write down what they know about the topic. Repetition is not encouraged but for this activity it is acceptable.  This is to be used as assessment for learning. Step 5: Independent Activity (10 minutes)  Students will then reflect on an element they would like to know about in this unit (focus, power struggles from 1919-1929). Students will reflect on what they know and what they do not know about power struggles in the 1920s. They will write a learning goal for themselves based on that reflection. o What do they want to know more about? What are the students not looking forward to?  This will be submitted not for marks but for the teacher to inform his/her teaching of the unit. Step 6: Sharing / Discussing / Teaching (14 minutes)  The teacher will review the posters with the students (10 minutes) o The students should explain some of the repeated items, and explain why they deserved repeating o The teacher should take this opportunity to expand on some of the topics as appropriate  The teacher will then ask the students to share what they wrote and what they are looking forward to and not looking forward to in this unit (4 minutes) F) Assessment 

The assessment for learning will be the poster papers. The teacher should use these as a reference for what the students know. They should be posted somewhere in the classroom to reflect on during the corresponding lessons to show the students what they have

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learned. If there is no room in the classroom, bring the poster out during the corresponding lesson. The teacher will also use the Independent writing activity as an assessment for learning.

Lesson 2: Flappers and their importance in the culture of the “roaring” twenties A) Overview: The decade of the 1920’s was one of exciting change in gender role dynamics as well as one of a struggle to return to normalcy post World War I. Many people, women and veterans especially found it difficult to return to a life of convention after the Great War, and the youth culture of the “jazz age” found its expression in a new kind of rebellion. Particularly young women, termed “flappers” as a new kind of girlhood and emerging womanhood cut their hair short, wore shorter dresses, smoked cigarettes, drank alcohol in public places and went dancing. Flappers went against the traditional grain of how a proper woman should act, and broke many of the gender divides between men and women. They stand in our historical and cultural memory as significant in how we view gender values and norms in a slowly changing society. Thus, this lesson connects to our overall goal of approaching history from social and cultural aspects; and viewing major trends in society and how they affected the people of Canada. B) Learning Goal: At the end of this lesson, students will understand more about how historical events and time periods shape social notions such as gender norms. Relating to historical significance, they will be able to ask, and formulate an answer to; were flappers historically significant? Did the shifting gender dynamics result in any real, important change? Did flappers and jazz age culture in general reveal anything significant about Canada in the 1920’s? And do flappers occupy a meaningful place in our culture’s dominant narrative today? Most of these questions have complex, multifaceted answers, and it is up to the student to finally decide, but I would argue that although flappers still occupy a space in our cultural mindset as a symbol of feminism, and female liberation from certain patriarchal constraints (eg. the corset), that overall, these changes were superficial at best, and the 1920’s was primarily a decade of subordinating females to males. C) Curriculum Expectation: Grade 10 Applied; B: Canada, 1914 – 1929 1. a) Overall Expectation: B – Social, Economic, and Political Context: describe some key social, economic and political events, trends, and developments in Canada between 1914 – 1929, and assess how they affected the lives on people in Canada. b) Specific Expectation: B1.1 – describe some key social developments during this period (eg. changes in immigration, the broadening of citizenship rights for many women, the treatment of “enemy aliens in WW1, the challenges facing returning veterans, the rise of the flapper in popular culture) and assess their impacts on the lives of different people in Canada. 2. Historic Thinking Concept: Historical Significance D) Materials:  Video 2.1  Picture 2.1  Handout 2.1  Homework Handout 2.1  Basic Formative Rubric E) Plan of Instruction: 75 minutes

Step one: Warm-up (5 minutes)  Show class video 2.1 from 1929: http://www.youtube.com/watch?v=HCnckV2gEyQ  Ask the students to share anything they noticed about the video. Also, show picture 2.1 (refer to appendix). Prompt the discussion with leading questions, like “What did you notice about the fashion?” etc.

Step 2: Discussion – Activating Prior Knowledge (10 Minutes)  Tell students to take out their notebooks and a writing utensil. Remind the students to take notes, and lecture to activate their prior knowledge/introduce them to the topic: Lecture: Following last classes conversation about the status of women in Canada during the 1920’s and their journey to equal voting and legal rights, people often think about a certain kind of woman emerging in this time period. The flapper. She has a shorter, almost boy-like haircut, she wears a shorter dress, or skirt that is tailored straight, not tight or constrictive like the more traditional corsets women wore, which freed her up to promote an ease of movement. With this physical sartorial freedom, she now participates in sports, ride bicycles and dances provocatively. Flappers also freely drank alcohol, as a deviant act against the recent prohibition acts of the late 1910’s and early 1920’s. She even smoked cigarettes in public, which was at the time considered a more male habit. In the 1920’s, the flapper became a symbol for a new and exciting popular culture1. She represented a new and more modern time for women. They enjoyed new and emerging forms for entertainment, like dance, jazz, and driving2. Flappers’ behaviour was quite scandalous and helped redefine women’s roles. Flappers directly challenged Victorian era women’s gender roles, which were tied up in simple living, and a complete devotation to family life, the private sphere i.e. home and religion. Flappers also largely supported women’s right, such as the vote. She stood for independence, the mixing of the public and the private sphere, personal choice and consumerism. Step 3/4: Modeling/guided practice (30 Minutes)  Distribute the handout on “Historical Significance”.  Ask students, how do we know something is historically significant? Then go through it together: according to Dr. Peter Seixas and Tom Morton, authors of the “The Big Six”, which we have been following this semester to guide us in our historical thinking; the guideposts to historical significance are four-fold. Firstly, events, people, or developments have significance if they resulted in change. Secondly, if they are revealing, in other words, does it shed light on enduring or emerging issues in history or contemporary life? Thirdly, we must remember that historical significance is constructed, as in the person/event etc. is historically significant if it occupies a meaningful place in a narrative. And finally, we should also keep in mind that historical significance various over time, and from group to group.  Go through each guidepost of historical significance and explain thoroughly. Give examples for each one, with information relevant to them. Ask guiding questions to

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Dennis DesRivieres, Colin M. Bain. “Experience History: Canada since World War 1” pg. 72

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activate their prior historical knowledge, and get them thinking deeply about this historical concept. Pose the question: were flappers significant? How? Why? What do they mean to a larger view of history/that time period/ or changing gender roles of that period. Tell students we will unpack this as a class. Divide students into groups and attempt to answer these questions. Have volunteers give answers. Do a mind-map on the board with the information on flappers we may find historically significant. Get the ball rolling, teacher writes: Flapper on board, then around it things like “jazz age”, “looser fitting clothing” etc. and calls of students to add key points to the mind-map

Step 5: Independent practice: (15 Minutes)  Pose the question: How historically significant are flappers? Give students a few minutes to ponder this question independently, then play the folding line game with them.  Take students out into the hall, and ask them to line up in order of least – to – most historically significant.  Get the students to discuss amongst themselves their position. Then fold the line in the middle, so students are discussing with a partner from the opposite perspective. Have each student explain their own reasoning to their partner.  Return back to the classroom. Step 6: Sharing/Discussing/Teaching (5-10 Minutes)  Once students are seated again, have a class discussion on the historical significance of flappers in the 1920’s. Ask students to volunteer their opinions, and rationales. Ask students if after the line was folded, did their partner change their mind? Why, or why not.  Hand out homework. F) Assessment:  Once again, most of the assessment is formative in this lesson. Note the students’ enthusiasm, understanding and engagement in topic. Take note of who was struggling with the historical concept ideas. Revisit difficult topics in future lessons.  Hand out homework assignment (refer to appendix homework handout 2.1) to be due for the next class.  Mark with a simple rubric.

Lesson 3: Evidence in the paintings of the Group of Seven A) Overview: 

Students will look at paintings by the Group of Seven and explore how these men contributed to Canadian identity.

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Students will reflect on a primary source and a secondary source, while considering how the group challenged the authority of the European model of painting by finding their own style.

B) Learning Goal:  Students will analyze a painting by the Group of Seven with help of a secondary source on the painter or the events occurring at the same time as the painting was created. By asking questions and supporting their primary source with secondary material, as well as their own previous knowledge of WWI (last unit), students will understand the proper steps to take when working with Evidence while at the same time, learning about how the Group of Seven helped contribute to Canadian identity. C) Curriculum Expectation: Grade 10 Applied; B: Canada, 1914 – 1929 1. a) Overall Expectation: B – Social, Economic, and Political Context: describe some key social, economic and political events, trends, and developments in Canada between 1914 – 1929, and assess how they affected the lives on people in Canada. b) Specific Expectation: B1.1 – describe some key social developments during this period (eg. changes in immigration, the broadening of citizenship rights for many women, the treatment of “enemy aliens in WW1, the challenges facing returning veterans, the rise of the flapper in popular culture) and assess their impacts on the lives of different people in Canada. 2. Historic Thinking Concept: Evidence D) Materials:   

Handout 3.1 Pictures 3.1 – 3.13 Rubric 3.1

E) Plan of Instruction: 75 minutes Step 1: Warm up (10 minutes)  Students are asked to take out a pen and paper to prepare for a brief writing exercise. First, ask the students to think about a location that makes them feel like home. Ask them to write a few sentences about this place describing what it looks like.  Next, the students will write about a specific location in this place (for example, if they were writing about a house, they should write about their favourite room. If it is a city, perhaps there is a scenic point or café they can write about.) Ask them to write about what is there, and who is there.  Next, the students should put themselves in their narrative. What are they doing?  After the writing task is complete, ask them to share with their elbow partner. After the students have had enough time to share with each other, ask if anyone wants to share with the class. Step 2: Discussion (Background Knowledge) (15 minutes) Show students Tom Thomson’s In the northland (1915).

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Ask the students if they recognize this painting? Who is it by? What does it represent? Tell them it is a famous Tom Thomson painting (if they didn’t guess it). Tom Thomson was an honorary member of the Group of Seven, the famous Canadian group. He was an honorary member because he died in 1917, before the group decided on a name, and while his many of his fellow painters were fighting in WWI. Next, ask the students what they think soldiers would be feeling after WWI. Have them reflect on their own narrative they have just written. The soldiers all probably had a favourite place which kept them comforted when they were fighting in a foreign country. After World War One, what do you think people at the time were feeling? Have the students think-pair- share. Then have them share it with the class. “The First World War had intensified Harris’s ideas of what he wanted to pain. Simply, he wanted to express what he felt about Canada. His reaction was characteristic of many Canadians of the times, who responded to the futility of war with a desire to discover their own country. Only a new and properly organized spirit should make a new Canada work, he and others believed.” (Murray, 2003. p.30)

Step 3: Modeling (10 minutes)  The teacher must inform students that the members of the Group of Seven wanted to find an artistic style that represented Canada. This was difficult at the time, because other artists and art critics in Canada believed that European artistic style was the superior style. When the group first showed works, many criticized their work.  This did not stop men like Lawren Harris, who was the unspoken leader of the group. After coming back from war, he wanted to find a way to express how he felt about Canada, and believed that artistic expression was essential for a nation’s identity.  The teacher will introduce F.H. Varley’s image The Sunken Road (1919).  The teacher will then proceed to ask questions to evaluate the Evidence (Varley’s image).  What questions can we ask about this painting? Who?  Varley was a member of the Group of Seven. He was also a wartime artists in WWI.  What?  An image of a slaughtered German infantry.  When? Why? Where? What were the world views in Canada at the time? What was going on in 1919? What can we learn from the content of this image? How does it tie into Canadian Identity? Step 4: Guided Practice (15 minutes)  To help answer some of these questions, the teacher and the students will look at the article “Years of Tragedy”. The students will attempt to answer some of the questions using the context of who the author is, what was happening in the world and why people may respond to it. History is interpretation based on inference made from primary sources, so what does this painting tell us? Step 5: Independent Activity (15 minutes)

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Students will be placed in groups and each will be given a painting by a member of the Group of Seven and a corresponding article. The students will then ask questions about the picture with the help of a data organizer. The students will answer these questions. They will also tie these paintings into Canadian Identity. Remind students of their earlier writing activity. Canada’s people were homesick during the war. Many wanted to know what they had been fighting for. Even those who stayed behind lived in a different Canada than the one before the war. There was a sense of National Pride, but with that came the question, who are we? o Canada did not have an identity in the art world, and so many others mimicked the styles of Europe. Europe dominated all other art forms and the Group of Seven had to struggle to prove their art was worth appreciation. Students will complete their data organizer.

Step 6: Sharing / Discussing / Teaching (10 minutes)  Students will be asked to volunteer and present their findings on their picture to the class. They should touch on their questions regarding the evidence and explain what impact their picture and artist has on Canadian identity.  The teacher is also encouraged to ask the students which painting is their favourite and why.

F) Assessment 

Assessment will be a checking of their data organizer. The students will be given marks for work completed.

Lesson 4: Women in the 1920’s - the vote; women are persons, too; women at work; and a new domesticity. A) Overview: This lesson looks broadly at the lives of women in the 1920’s. As a group that has been politically and often socially marginalized, the turn of the century and the 1920’s was an important period of continuity and change. Women had the right to vote, but how many? Women were finally legally recognized as “persons”, but what did that look like in practice? During World War I, women worked in the place of men, was it the same after they came back? And finally, new technologies made household chores convenient with new appliances, but were washing machines really a form of liberation? These guiding questions link back to the overarching social/cultural history, bottom-up approach we are employing for these eight lessons. B) Learning Goal: This lesson should allow students more insight into the political and social lives of women in and around the time of the “roaring twenties”. Students will note that although there is some progress politically and socially, women are still very much second-class citizens in Canada during this time period. Students will activate their prior knowledge and biases about the status of women in Canadian politics and history and use critical thinking skills to analyze change as process, as well as progress and decline as evaluations of change. C) Curriculum Expectation: Grade 10 Applied; B: Canada, 1914 – 1929

1. a) Overall Expectation: B – Social, Economic, and Political Context: describe some key social, economic and political events, trends, and developments in Canada between 1914 – 1929, and assess how they affected the lives on people in Canada. b) Specific Expectation: B1.1 – describe some key social developments during this period (eg. changes in immigration, the broadening of citizenship rights for many women, the treatment of “enemy aliens in WW1, the challenges facing returning veterans, the rise of the flapper in popular culture) and assess their impacts on the lives of different people in Canada. 2. Historic Thinking Concept: Change and Continuity D) Materials: refer to appendix  Projector and screen  Laptop with YouTube video cued (video 4.1)  9 pieces of chart paper, marker, and tape  Handout 4.1  Handout 4.2  Basic Formative Rubric E) Plan of Instruction: 75 minutes Step 1: Warm-up (5 minutes)  Have written on board, “Who is a person?”  Ask the class to think about their definitions of a ‘person’, and to consider what the importance of being considered a person in the legal system is.  Think-pair-share. Tell students to turn to the person beside them and briefly discuss. Then ask for volunteers to share their answers.

Step2: Discussion – Activating Prior Knowledge (15 – 20 minutes)  Explain to students that voting has been a divisive issue for a long time in Canadian History, especially for certain groups, such as women. Here’s a video to show that will hopefully jog student’s memories about their previous education on the voting rights of women in Canadian society: http://www.youtube.com/watch?v=8n65Y8itAcg  Tell students to take out paper and a writing utensil. Lecture to class a brief history of women’s voting rights, and the “Persons Case” of the 1920’s. Tell students to take notes. Lecture: The Dominion Elections Act of 1900 defined an “eligible voter” as a male person, and stated that, “no women, idiot, lunatic or criminal shall vote”. However, by 1920 the Federal government amended the Act to make the vote universal at a Federal level. However, Aboriginal women (and men) could still not vote, neither could Chinese or Japanese women (or men, except those Japenese men who served in the First World War). The amendments to the 1920 Dominion Elections Act also, for the first time, gave those women who could vote, the right to run for election to the Federal Parliament. Although some women could vote in Canada during the 1920’s, they were still not considered as legal ‘persons”. I asked the question, who is a person, because according to British Law, only men were considered persons, women were not even mentioned. The British North American Act stated that only “qualified persons” could be Canadian Senators. So in 1927, Emily Murphy, who was the first female judge in Canada teamed up with Nellie McClung, Louise McKinney, Irene Parlby and Henrietta Muir Edwards to create the Alberta Five, or the

Famous Five as they became known to change the state of women as persons. The fight became known as the “persons case” in the courts. The Supreme Court of Canada however ruled women as not persons based on the social conditions at the time of Confederation, in 1867. That did not stop the Famous Five though. They appealed to the Judicial Committee of the Privy Council in England, in the final court of appeals for the entire British Empire, and on October 18th, 1929, the Privy Council finally ruled women as persons. Step 3: Modeling (2 minutes)  Tell students: As we can see, a lot changed politically in the 1920’s for women, but a lot stayed the same. The 1920’s was in fact a decade of change and continuity. Especially for the political, and social life of women in Canada, which is what we will be spending the rest of the lesson on. Looking at history through change and continuity helps us make sense of the complex nature of studying history. (distribute the “change and continuity handout 4.1). Step 4: Guided Practice (10 minutes)  Go through the handout, particularly, explain the 4 tenants of change and continuity as a historical thinking concept.  Then, with the knowledge on the “Persons Case”, ask the class to brainstorm ideas (related to the concept and their prior knowledge. Create a mind map on the board.  Once that is completed, draw out a simple chart with the headings: “what changed”, “what stayed the same” and “therefore” and demonstrate how the class can use their consolidated knowledge on this specific topic to categories their historical thinking. For example, under “what changed” one would write, “women were finally recognized as legal persons in 1929”; under “what stayed the same” one would write, “aboriginal people and visible minorities still cannot vote in Canada” and then explain the “therefore” is like writing a thesis statement. The “therefore” in this example would be, “Although women made some gains in their political agency, for example, the right to vote and be considered persons, this was limited to a select and privileged group of Canadian women, lower status women such as aboriginals or immigrants still did not have these same rights”. Step 5: Independent Activity: Jigsaw (20 minutes)  Put students into groups of 3 and give each group a piece of chart paper.  Assign each group one topic (women and work, women’s social role, and women’s political role  refer to handout 4.2).  Tell students to read handout and create a mind-map on their page of key ideas from the text they read, keeping in mind the concept of change and continuity.  Then, have students switch table groups, but find a table that did the same topic as them. Tell students to then, underneath the mind-map, create the table of “what changed”, “what stayed the same” and “therefore” with the ideas that were in the mind-map.  Then tell students to switch tables again, to the last group which had the same topic, look over that tables chart paper mind-map and chart, and to add anything they think, if anything is missing.  After this, get table groups to tape their chart papers all along the walls (3 groups of 3, for 3 topics, equals 9 pieces). Step 6: Sharing/Discussing/Teaching (20 minutes)  Have the students go on a gallery walk, they can take notes if the please, or duplicate the charts or the other groups. This way each student will gain knowledge on each topic.

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Once students are in their seats again, discuss as a class what changed, what stayed the same, and what the overall “therefore” statement would be for each topic.

F) Assessment:  The assessment will mostly be formative for this lesson. The teacher will be keeping a close eye on students when they are doing their group work in order to do assessment for learning. Keep a teachers log/checklist/journal etc. to track students learning and see who is comprehending the content and ideas, and who is struggling. This will usually become apparent while students do small group work.  Watch for areas students are excelling, and which area students struggle in. If you notice that students struggle with a speficic topic, follow up on it in your next few lessons.  For a slightly more formal assessment, assign a simple homework activity due the next day. Ask students to take the knowledge they gained today about women’s issues in the 1920’s, and write one paragraph (5 – 10) sentences in total on change and continuity in the lives of women during the 1920’s.  Check for completion the next class, collect use simple rubric for an informal mark (see formative assessment rubric).

Lesson 5: Residential Schooling - a Systemic and Institutional Racism: Examining Canadian Policies and Societal Views Now and over a Century Ago. A) Overview: The 1920’s occupy space in our historical imagination as the “roaring twenties”, but for many populations in Canada, the 1920’s was not a period of jubilation at all. In fact, the 1920’s saw the tightening of oppressive rules and regulations in Canada’s laws regarding residential schools. Residential schooling is one of Canada’s worst, and most painful legacies to date. We will talk briefly about the history of Aboriginal relations and policies in Canada that lead to residential schooling. We will discuss what they were, what they meant, and their lingering effect today amongst Aboriginal populations in Canada. This is an important lesson in our series on social and political histories of the 1920’s as Aboriginal presence was becoming increasingly marginalized and has been historically excluded from the narrative of modern Canadian history. B) Learning Goal: This lesson will introduce or further educate students on Canada’s residential school system, and will allow students to understand the consequences of over a century of residential schooling on aboriginal populations. This lesson is to get students thinking about the cause and consequence of oppressive and racist laws and policies. It also gets students to use inductive thinking strategies in the activity, to classify and make sense of the information. Furthermore it will allow students to explore the similarities and differences between government policies and societal values. C) Curriculum Expectation: Grade 10 Applied; B: Canada, 1914 – 1929 1. a) Overall Expectation: B – Social, Economic, and Political Context: describe some key social, economic and political events, trends, and developments in Canada between 1914 – 1929, and assess how they affected the lives on people in Canada. b) Specific Expectation: B1.1 – describe some key social developments during this period (eg. changes in immigration, the broadening of citizenship rights for many women, the treatment of “enemy aliens in WW1, the challenges facing returning veterans, the rise of the flapper in popular culture) and assess their impacts on the lives of different people in Canada. 2. Historic Thinking Concept: Cause and Consequence

D) Materials: (refer to appendix)  Picture 5.1  Picture 5.2  Picture 5.3  Handout 5.1  Handout 5.2  Handout 5.3  “First Nations Films: the Residential Schools” video (see appendix 5.1) E) Plan of Instruction: 75 minutes Step 1: Warm Up (5 Minutes) Project pictures 1 and 2 up on the screen. Ask students what differences between the two pictures they notice. Class will note that they are dressed differently etc. Ask the students if they have heard about residential schools, and ask them what they already know. Warn the class that this lesson covers a very upsetting topic. Step 2: Discussion – Activating Prior Knowledge (10 minutes) Pass around today’s handout and explain what residential schools are, how they came about, what they meant, the effect that they had, and the consequences we still see today. Read information on handout, ask for volunteer readers paragraph by paragraph. Step 3: Modeling/Guided Practice (15 minutes)  this lesson was adapted and modified from “Think Literacy: Cross-Curricular Approaches Grades 7-12” Lesson “Engaging in Reading: Sorting Ideas Using Concept Formation”  To introduce students to inductive thinking strategies, and analysis of primary sources, show them photo (5.3). Ask students to guess what it is, what it means, and most importantly, what it means.  Now, introduce students to the critical challenge of understanding the differences and similarities between government policies and societal values today, and 100 years ago. Thinking with the historical concept cause and consequence in mind, students will examine these policies and values, to understand the change, and the unforeseen consequences that affect First Nations population still today. Furthermore, students are to gain an understanding of the concept of “compensation” first, in order to eventually answer what they believe would be appropriate compensation for the historical wrongdoings of the residential school system.  Introduce students to the concept of “compensation”. Students will do a think-pair-share activity to explore strategies to compensate someone who has been treated unfairly. Teacher can summarize ideas on the board using a mind-map.  Provide other examples of compensation awarded in the past (eg. apology to Japanese Canadians etc). Step 5: Individual Practice (15 minutes)  this lesson was adapted and modified from “Think Literacy: Cross-Curricular Approaches Grades 7-12” Lesson “Engaging in Reading: Sorting Ideas Using Concept Formation”  Distribute one set of “policies and societal values” slips to each pair.  Ask students to sort slips into 2 categories: policies/values they think they were prevalent 100 years ago, and ones from today.

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When students are finished, distribute pieces of construction paper and glue sticks, and have students create a venn diagram with their policies and values slips (you may have to model this/explain how a venn diagram works).

Step 6: Sharing/Discussing/Teaching (30 minutes)  Discuss answers as a class.  Show students “First Nations Films: the Residential Schools” video (see appendix Video 5.1)  Talk about the negative impacts that these schools had on Aboriginal populaions. F) Assessment  For homework, distribute the homework handout (refer to appendix 5.3)  Tell students to choose 1 of the quotes and respond to it, in a 1 paragraph written response in which you use the voice/identity of the speaker, and do a journal entry.  Collect the next class, read them, and gauge student understanding of residential schools, and their ability to understand causes and consequences, as well as perspective.

Lesson 6: Historical Perspectives in the Winnipeg General Strike A) Overview: 

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Through discussion and analysis of primary sources, this class will explore the power struggle between the members of the Independent Labour Party (the One Big Union) and the members of the Citizens’ Committee of 1000. The students will be educated on the activity in the world outside Canada with focus on the Russian Bolshevik Revolution. Students will observe how the different perceptions of these events influenced the actions of both the Independent Labour Party and the Citizens’ Committee of 1000.

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Students will learn the value of historical perspectives by researching the worldviews and context applicable to the historical event being explored. They will learn to avoid “presentism” by taking into account the historical context in which the historical actors were living and acting in. They will attempt to see the perspective of their assigned historical actor by writing a brief speech in the historical figure’s perspective.

C) Curriculum Expectation: Grade 10 Applied; B: Canada, 1914 – 1929 1. a) Overall Expectation: B – Social, Economic, and Political Context: describe some key social, economic and political events, trends, and developments in Canada between 1914 – 1929, and assess how they affected the lives on people in Canada. b) Specific Expectation: B1.1 – describe some key social developments during this period (eg. changes in immigration, the broadening of citizenship rights for many women, the treatment of “enemy aliens in WW1, the challenges facing returning veterans, the rise of the flapper in popular culture) and assess their impacts on the lives of different people in Canada. 2. Historic Thinking Concept: Historical Perspectives

D) Materials:     

Film 6.1 Handout 6.1 Handout 6.2. Handout 6.3 Handout 6.4

E) Plan of Instruction: 75 minutes Step 1: Warm up (5 minutes)  Show students a clip from the Trotsky (2009) Chapter 6 0:00 - 2:10. The teacher should note that at 1:27, a student in the video says the word “fuck”. Editing software could bleep the word out, or the teacher could reduce the volume quickly. Discuss with the students why Leon (from the clip) wants a union. What would a union mean for the students? What does a union do? Step 2: Discussion (Background Knowledge) (10 minutes)  Inform the students that in the movie, Leon believes he is the reincarnation of the Russian revolutionary, Leon Trotsky. Ask the students what they know about the Russian revolution.  If students have limited background knowledge of the Russian revolution, ask students if anyone had heard of Anastasia. What happened to Anastasia?  Ask the students if they know why Anastasia and her family were killed? It was because of the Bolshevik revolution in 1917. During the revolution, the Bolsheviks (often called ‘Reds’) captured the Czar and his family and killed them.  In Russia, the proletariat (mostly wage earners, working class) rebelled against the capitalists. The proletariat was sick of the war and was being underpaid to help with Russia’s debt. The working class rebelled, and bloody revolution ensued.  People in Canada had different perspectives on this news. How do you think the working class in Canada felt when they heard the working class was rebelling against their bosses and those who had power? How do you think the business owners in Canada felt when they heard the working class was rebelling against their bosses and those who had power? How do you think those who were uninvolved felt? Step 3: Modeling (10 minutes)  The teacher will give a handout containing the poster: The People Must Choose  The teacher will look at the poster from the perspective of the Citizen’s Committee of One Thousand. The teacher will break down the poster and the segments and the writing and explain the reasons and mentality behind it.  Through this, the real fear of the Bolshevik revolution will be expressed to the students.  The Teacher should cover the following issues:

 

  

 

That the Citizens’ Committee of One Thousand consisted of business owners, bankers, politicians who would be afraid of a Bolshevik inspired revolution The One Big Union consisted of workers from many industries, and were often supported by the returning soldiers. Because of the increased cost of living, workers protested for better wages and improved working environments. Most of the leaders of this movement were British by birth. The spin regarding items such as “denying wounded soldiers milk” and supporting the Germans should be addressed Explain the very real fear of Bolshevism from the side of the Citizens’ Committee and the excitement and support from the One Big Union. Understanding of the happenings in Russia was very limited, so both sides viewed the revolution differently. One Big Union: Hope for better working conditions, better wages and more control Citizens’ Committee: Feared a revolution that would cost lives and threaten the power and control of the wealthy

Step 4: Guided Practice (15 minutes)  Looking at the primary sources in the form of a handout, students will try to take the role of either the Independent Labour Party or the Citizens’ Committee of 1000. The teacher will split the class in half. One half will side with the Independent Labour Party and the other will side with the Citizens’ Committee of 1000. In pairs, the students will read and discuss their articles. They should begin creating arguments in support of their role.  On the side of the Independent Labour Party, students will be looking at the news article: Western Labor News, Winnipeg. We must go forward. May 24, 1919  On the side of the Citizens’ Committee of 1000, students will be looking at the news article: The Times, Toronto. Clean out the Bolshevists. May 20, 1919, accompanied by a clipping from The Winnipeg Citizen. A proletarian dictatorship. June 3, 1919. Step 5: Independent Activity (20 minutes)  Independently, the students will be assigned the task of writing a convincing speech as to why their side should be supported. It can be only a paragraph or two, but it must touch on at least 2 reasons why their audience must support their beliefs. Step 6: Sharing / Discussing / Teaching (15 minutes)  The students will then be assigned a partner from the opposing side. In their new partners, the students will argue their side. The trick is they cannot use “presentism”; they are not allowed to talk about what the results of the Russian Revolution were or the use of unions today. They must approach the topic with what they know from their handout, as well as what we discussed in class. (7 minutes)  The teacher will ask students to volunteer to share their speech.  After, ask the students which side they thought was more effective. (5 minutes)  Knowing what the students know about the views of the time, and what the result was of the Russian Revolution, what do they think the outcome of the strike was?



Inform the students that the leaders of the Independent Labour Party were captured. Due to fears spawned from the Russian revolution, on June 21st, the military was called in and two men were killed while thirty others were injured. On June 23rd, the streets of Winnipeg were being patrolled with armed men to stop further protests in support of the Independent Labour Party. The General strike was called off on June 25th. (3 minutes)

F) Assessment: 

Have the students submit their paragraph for assessment. The student’s work will be marked with reference to a rubric.

Lesson 7: Ethical Dimensions in Chinese Immigration Laws A) Overview: 

Students will study the Chinese Immigration laws leading up to the Chinese Immigration Act of 1923, with emphasis on the Ethical Dimension of the Big Six. By comparing a primary source informing Chinese Immigrants about the new laws, and the posters encouraging British immigrants, students will learn about the vision the historical lawmakers (the actors with the power) had for Canada, and where the Chinese Canadian citizens (the actors without power) existed in that vision.

B) Learning Goal:  



Students will learn about Canadian prejudices regarding Chinese immigrants. Students will analyze what is implicitly and explicitly being said about Chinese immigration from 1885 to 1925. This will show students how Chinese Canadians were treated by other Canadians and what power dynamic existed because of that treatment. Students will display that knowledge through analyzing two primary sources and answering two questions regarding Ethical Dimensions.

C) Curriculum Expectation: Grade 10 Applied; B: Canada, 1914 – 1929 1. a) Overall Expectation: B – Social, Economic, and Political Context: describe some key social, economic and political events, trends, and developments in Canada between 1914 – 1929, and assess how they affected the lives on people in Canada. b) Specific Expectation: B1.1 – describe some key social developments during this period (eg. changes in immigration, the broadening of citizenship rights for many women, the treatment of “enemy aliens in WW1, the challenges facing returning veterans, the rise of the flapper in popular culture) and assess their impacts on the lives of different people in Canada. 2. Historic Thinking Concept: The Ethical Dimension

D) Materials:     

Picture 7.1 Picture 7.2 Picture 7.3 Website 7.4 (Picture 7.5, Picture 7.6) Handout 7.7 (Picture 7.6, Picture 7.8, Picture 7.9, Rubric 7.10)

E) Plan of Instruction: 75 minutes Step 1: Warm up (5 minutes)  The teacher will show three pictures. Each image will have a good guy and a bad guy. Students will be asked to identify the hero and villain in the images  For each answer, ask the students how do they know? What prejudices are they bringing to the question? Where did they see the characters before? At the final image, ask the students how they know? In the second picture, Batman’s face was covered and he was the good guy.  Tell students that we bring our own prejudices into how we view our world, from characters in media to people in our lives. Step 2: Discussion (Background Knowledge) (5 minutes)  The teacher should ask the students why Chinese people came to Canada?  Why were Chinese immigrants hired to work on the C.P.R.? Why weren’t more Canadians hired?  Why would Chinese people want to come to Canada to do such dangerous work for such little money?  Ask the students where the power dynamic was considering that the Canadian labourers were paid more, and the Chinese labourers were paid less to do the most dangerous work? Step 3: Modeling (15 minutes)  The teacher will reflect on the timeline posted on TimeToast.com.  At each event, the teacher will consider what the historical author is explicitly and/or implicitly saying about Chinese immigration. The raises in Head Tax are important, because while they do not forbid Chinese immigrants from coming to Canada (until 1923), they do say something about views on Chinese-Canadian citizens.  Consider that the Canadians only saw Chinese Canadians in the context of cheap, effective labour. Why would the Canadian government want to encourage Chinese Canadians to leave Canada after the C.P.R. was completed? Step 4: Guided Practice (20 minutes)  The teacher will give the students three primary sources to compare in the form of a handout. One is the Chinese Immigration Notice. Two are Canadian immigration posters



directed at British immigrants. Together students will ask questions regarding the documents. As a class, the students will discuss the following, teacher-led questions: o What do they tell us about immigration in Canada? o What do the authors of these documents explicitly say about immigration in Canada? o Who had less power in this situation? How did the lawmakers assert their power over Chinese Canadians? o How do you think Chinese Candians would feel when they saw the British Immigration posters?

Step 5: Independent Activity (20 minutes)  Students will answer the two following questions:  “How would the law makers at the time validate their decision to tax the Chinese immigrants in Canada and deny their families from joining them in Canada, while at the same time, spending money (advertisements, reduced prices) to encourage British immigration to Canada?”  “Considering how poorly Canada treated Chinese immigrants in the past, should the government today make a day to honour the contributions and sacrifices the Chinese immigrants made? Why or why not?” Step 6: Sharing / Discussing / Teaching (10 minutes)  Students will be encouraged to share their answers with their elbow partner (3 minutes).  After the students share with their elbow partner, ask for volunteers to share with the class (3 minutes).  Tell the students that while Canada has a reputation for being multi-cultural, it was not always that way. Ask the students how they think a history with immigration practices like the ones studied today could help shape our multicultural present? (4 minutes) F) Assessment 

Students will be assessed on the answers to the two questions, which will be handed in at the end of class. The student’s work will be marked with a rubric.

Lesson 8: 1918 – 1929 Unit Review A) Overview: 

Students will participate in unit review in groups and through game play. After review, students will have time to discuss and plan their final assignments.

B) Learning Goals:   

Students will list key elements of an assigned topic Students will describe unit elements and themes using words and actions Students will identify unit elements through careful listening of description and actions

C) Curriculum Expectation: Grade 10 Applied; B: Canada, 1914 – 1929 1. a) Overall Expectation: B – Social, Economic, and Political Context: describe some key social, economic and political events, trends, and developments in Canada between 1914 – 1929, and assess how they affected the lives on people in Canada. b) Specific Expectation: B1.1 – describe some key social developments during this period (eg. changes in immigration, the broadening of citizenship rights for many women, the treatment of “enemy aliens in WW1, the challenges facing returning veterans, the rise of the flapper in popular culture) and assess their impacts on the lives of different people in Canada. D) Materials:      

Video 8.1 Picture 5.2 Picture 7.2 Picture 8.2 Handout 8.3 Rubric 8.4

E) Plan of Instruction: 75 minutes Step 1: Warm up (10 minutes)  Teacher will play Video 8.1  Ask students who had the power in this cartoon? Where was the power struggle? Did the power dynamic change throughout the cartoon? Step 2: Discussion (background knowledge) (15 minutes)  The teacher separates the class into six groups and assigns each group a topic from the unit.  1. Chinese Immigration 2. Group of Seven 3. The Winnipeg General Strike 4. Residential schools 5. Women’s rights 6. Flappers  Each group is to discuss their topic and as a group, write down six key elements regarding their topic. Note: the group assigned the Group of Seven should not write 6 of the 7 member’s names. One to three member names is acceptable.  The teacher then asks the students to write each element on separate scraps of paper and then fold them. The teacher collects these pieces of paper and puts them in a hat.

Step 3: Modeling (10 minutes)  The six groups are divided in half, listing each half of each group A or B. A is now one team and B is one team.  The teacher will then describe the rules of the game. After the rules are explained, the teacher will perform two of the terms from the hat as a model of how the game is played.  To determine which team goes first, the teacher will slowly reveal three images. Whichever team identifies the image first , by calling out which lesson topic it is from or who the author was etc., gets a point. Best two out of three decides if they will play first or second. Step 4: Guided Practice (15 minutes)  Students will play Words, Word, Action. One student from each group has 90 seconds to get their team to guess as many terms/historical characters/historical events as they can. The student will take a piece of paper out of the hat and attempt to get their members to guess it. If the term is too difficult, the student can put discard it, but the game gets more difficult as it progresses. After 90 seconds, it is the other teams turn. The round only ends when there are no more terms in the hat. First round, students can use as many words as necessary (except the names or words in their term). Second round, students can use only one word. Third round, students can only use gestures and actions.  The team with the most correct answers wins. Step 5: Independent Activity (20 minutes)  The teacher will then discuss the final project. Students will be introduced to their choices, shown the rubric and will have time to start on their assignment. The teacher should be available for questions and consultations.

Step 6: Sharing/ Discussing/ Teaching (5 minutes)  The teacher will share the importance of learning where we came from as Canada. Canada was built and created by those struggling with power. a. Assessment:  Final Assignment marked by a rubric (refer to appendix Rubric 8.1)

Appendix: Pictures: 1.1 http://historyofsexuality.umwblogs.org/topic-1/early-1900s/roaring-20s/

2.1 Thomson, T. (1915) In the Northland. Montreal Museum of Fine Arts. Found in: Murray, J. (1984) The best of the Group of Seven. Canada: Robert McLaughlin Gallery.p.40

2.2 Varley, F.H. (1919) The Sunken Road. Canadian War Museum. Found in Murray, J. (1984) The best of the Group of Seven. Canada: Robert McLaughlin Gallery. p.51

2.3 Newlands, A. (1995) The Group of Seven and Tom Thomson: An introduction Canada: Firefly Books. p.36

2.4 Lismer, A. (1922) Isles of Spruce. Hart House. Found in: Murray, J. (1984) The best of the Group of Seven. Canada: Robert McLaughlin Gallery. p.67

2. 5 Newlands, A. (1995) The Group of Seven and Tom Thomson: An introduction Canada: Firefly Books. p.8

2.6 Carmichael, F. (1922) October Gold. McMichael Canadian Collection. Found in Murray, J. (1984) The best of the Group of Seven. Canada: Robert McLaughlin Gallery. p.65

2.7 MacDonald, J.E.H. (1920) Falls, Montreal River. Art Gallery of Ontario. Found in Murray, J. (1984) The best of the Group of Seven. Canada: Robert McLaughlin Gallery. p.54

2.8 Newlands, A. (1995) The Group of Seven and Tom Thomson: An introduction Canada: Firefly Books. p.6

2.9 Johnston, F. (1922) Serenity, Lake of the Woods. Winnipeg Art Gallery. Found in Murray, J. (1984) The best of the Group of Seven. Canada: Robert McLaughlin Gallery. p.68

2.10 Harris, L. (1922) Above Lake Superior. Art Gallery of Ontario. Found in Murray, J. (1984) The best of the Group of Seven. Canada: Robert McLaughlin Gallery. p.69

2.11 Newlands, A. (1995) The Group of Seven and Tom Thomson: An introduction Canada: Firefly Books. p.14

2.12 Jackson, A.Y. (1920-1921) First Snow, Algoma. McMichael Canadian Collection. Found in: Murray, J. (1984) The best of the Group of Seven. Canada: Robert McLaughlin Gallery. p.59

2.13 Newlands, A. (1995) The Group of Seven and Tom Thomson: An introduction Canada: Firefly Books. p.20

3.1 http://www.loc.gov/pictures/resource/cph.3g08917/ Digital ID: (color film copy transparency) cph 3g08917. Reproduction Number: LC-USZC48917 Repository: Library of Congress Prints and Photographs Division Washington, D.C. 20540 USA

3.2 Students, Norway House Indian Residential School, circa 1916 http://thechildrenremembered.ca/photos/?id=1682&school=Norway%20House

3.3 Correspondence regarding Dr. O.I. Grain in the Position of Medical Inspector for Indian Agencies and Residential Schooling http://collectionscanada.gc.ca/pam_archives/index.php?fuseaction=genitem.displayEcopies&lan g=eng&rec_nbr=2060210&title=CORRESPONDENCE%20REGARDING%20DR.%20O.I.%20 GRAIN%20IN%20THE%20POSITION%20OF%20MEDICAL%20INSPECTOR%20FOR%20I NDIAN%20AGENCIES%20AND%20RESIDENTIAL%20SCHOOLS%20IN%20WESTERN %20CANADA.&ecopy=e007829174

7.1 Mario Vs. Bowser – by Trey Buongiorno, http://insanelygaming.com/post/10675999988/mariovs-bowser-by-trey-buongiorno-deviantart , Accessed on 11/13/2013

7.2 Batman interrogating the Joker for Harvey and Rachel’s whereabouts. From the film, The Dark Knight (2008) (http://batman.wikia.com/wiki/The_Joker_(Heath_Ledger) Accessed on 11/13/2013

7.3 Image with Lion warrior and Dragon warrior. http://www.themothersprayer.com/2013/03/i-seekwisdom-and-understanding.html Posted on 3 /13/2013Accessed on 11/13/2013

7.3

1.

8.1 Sample Chinese immigration certificates [textual record]. Image 8.

http://collectionscanada.gc.ca/pam_archives/index.php?fuseaction=genitem.displayItem&lang=e ng&rec_nbr=161424&rec_nbr_list=134,161424,190281,1603627,1941897,1603625,1616364,16 00681,1601314,1600386 Date: November 6, 1918. Controller of Chinese Immigration. Collections Canada http://data2.archives.ca/e/e443/e011074371-v8.jpg

Handouts: 2.1 HIS2A – Canada in the 1920’s  Flappers Historical Thinking Concept: Historical Significance (Seixas & Morton)

Guideposts to Historical Significance: Guidepost 1: Resulted in Change Events, people, or developments have historical significance if they resulted in change. For instance, if the person/event etc. had deep consequences, for many people, over a long period of time it was historically significant. Guidepost 2: Revealing Do events, people or developments shed light on a contemporary issue, or historic trend that is either emerging or enduring? History is significant if it is revealing. Guidepost 3: Constructed Historical significance is constructed. When people, events, and/or developments occupy a meaningful place in a historical narrative, then it is historically significant. Guidepost 4: Varies Historical significance varies over time and from group to group Today’s Lesson: Flappers The term flappers in the 1920s referred to a “new breed” of young women who wore short skirts, bobbed their hair, listened to jazz, and flaunted their disdain for what was then considered acceptable behavior. Flappers were seen as brash for wearing excessive makeup, drinking, treating sex in a casual manner, smoking, driving automobiles and otherwise flouting social and sexual norms.

The photo shows “flappers” dancing “charleston” dance. photo credit: http://blsciblogs.baruch.cuny.edu/his1005/2010/06/28/flappers/

2.2 Homework Handout HIS2A – Canada in the 1920’s  Flappers Historical Thinking Concept: Historical Significance (Seixas & Morton)

1. Did the roaring twenties, keeping the flapper in mind, result in any changes for women?

2. Do flappers shed light on any contemporary or current and enduring issue? Are they revealing, if so, about what?

3. Do flappers occupy a meaningful space in any narrative of the 1920’s/ or any historical movement of trend?

4. Historical significance varies, were flappers significant in the 1920’s culture? Why, or why not? Are they relevant today? What is your evidence?

3.1 Data Organizer (modified from Morton, T. Seixas, P. The Big Six: Historical Thinking Concepts. 2013. Canada: Nelson Education. BLM 2.3 Data organizer, p.72) Data Organizer Name:

Date:

Inquiry Question: Does this painting contribute to Canadian identity?

Source Sample questions: What type of source is this? Who created it?

Context Sample question: What other events or developments were happening at the time the source was created?

Description Sample question: What do you notice that’s important about this source?

Inferences about the perspective of the creator Sample question: To what groups might the creator have belonged?

Inferences to answer inquiry question Sample question: What can you learn from examining this source?

4.1 Women in the 1920’s Historical Thinking Concept: Change and Continuity in the Lives of Women in the 1920’s Guideposts to Continuity and Change: (modified from Morton, T. Seixas, P. The Big Six: Historical Thinking Concepts. 2013. Canada: Nelson Education. pg. 74) 1. Chronologies are a helpful place to start looking at change and continuity. Remember change and continuity can, and often do exist together: they are interwoven. 2. Change in a process. It does not happen overnight, it is a varying and dynamic phenomena, but historians look for turning points in history, which are important events or moments that shift the course of history, it can cause a significant change in the course of action, direction, or pace of history. 3. When examining historical significance, historians often look at progress and decline, which are categories of evaluation of change, and depending on the impact, a progress for one people may be a decline for another group. 4. Historians find it helpful to interpret different periods in history (eg. Medieval times, Renaissance Era, the Industrial Revolution etc.). Periodization helps organize our thinking about change and continuity. Women in the 1920’s Women and Work: Women were integral to the War Effort, often taking up jobs traditionally held by men such as factory work, while their male counterparts were away in combat. Many jobs were created in the 1920’s because of advances in technology. Many of these jobs were in urban factories, and other manual trades. However, the boom in the job market was not accessible for most women. As men returned to Canada after World War One, they reclaimed their jobs, and women were once again relegated to the private sphere for more traditional roles as mother, and housewife. In fact, after 1918, many women got laid off from their jobs, especially if they were married, as it was viewed inappropriate for married women to work. The education that was available for girls prepared them for work in the service industry, or administration work. They were certainly not encouraged to gain a higher education, such as a university degree. If they could work, the jobs open and acceptable for women to hold were as secretaries, telephone switchboard operators, sales clerks, nurses, or teachers. Canadian society in the 1920’s still help many prejudices about minority groups, as well as women. These jobs were considered to be natural female occupations. There were few woman doctors or lawyers, and women who wanted to enter into these thought to be natural male occupations, had to break down many barriers to gain access to the appropriate education and entry into those professions. Women and Their Political Roles in Society: Around the turn of the century, into the 1920’s and well beyond, women were breaking into new, and often more public roles. For example, in 1916 Edmonton appointed Emily Murphy as Judge of the Juvenile Court. She was the first female Judge in Canada. She went on to join the

Alberta Five and fought for women’s rights, including the right for women to be legally considered “persons”. White Anglo-Saxon Canadian women also got the right to vote around this period as well, starting with female nurses during World War One. Starting in 1917, women British subjects could vote on behalf of their husbands or close relations who were off at war in the Federal elections. By 1918, white women could vote in a federal election and by 1920 they could hold public office. However, it was not until 1940 that Quebec women were granted suffrage. Women who were visible minorities, such as African Canadians and Chinese women also did not gain the right to vote until the 1940’s. Under the Indian Act, Native women could not vote in band councils until 1951; and they could not vote in a federal election before 1960 Furthermore, women’s role in the temperance, or prohibition movement was significant. Starting the late nineteenth century, into the twentieth, women social reformers and/or suffragettes united in this first wave of what some people call, “maternal feminism”, for example the Women’s Christian Temperance Movement. These women saw the problems alcohol abuse had on families. They also rallied around other elements of social reform. These issues included hygiene, child welfare, healthcare and education. However, social reform and temperance were two of the only avenues open for women if they wanted to get involved in politics. Scholars call this early feminist movement, “maternal feminism” because the main issues were primarily based around the notion that women were mothers, and as such, natural caregivers. Therefore, since politics was mostly considered a harsh, rational and male dominated field, mostly women could only get involved if the issues they raised were family-oriented, and thus appropriate for their gender roles. Women’s Social Role: The 1920’s was also a period of change and continuity for women socially. Some women found new freedom in sports, such as basketball, hockey and baseball. Canadian women athletes participated for the very first time in the summer Olympic games in 1928. The women’s track and field team was very successful, bringing home medals in nearly every event. However, the popularity of male athletes all but ended the popularity of female sporting events. With waning popularity, their teams lost sponsorship and general popular support. In fact, by the 1930’s, women were actively discouraged from participating in sports, with some doctors even claiming that being too active was bad for women’s health and reproductive abilities. Women’s clothing also drastically changed in the 1920’s. Compare these two pictures:

Young women abandoned the more restrictive garments of their mothers, and fashion entered the modern era. Women increasingly stopped wearing corsets, and instead opted for looser fitting,

and shorter skirts and dresses. As women entered the working world in droves, they opted for more practical, or even traditionally masculine clothing, like trousers. In fact, the women’s rights movement, this early first-wave feminism directly impacted women’s fashion. As previously mentioned confining corsets were discarded. Furthermore, hemlines were raised to the knee. A boyish figure became popular, including a flatter chest, narrower hips and clothing cut straight to the body. Furthermore, the chin length bob that became popular was a drastic change from the more Victorian era hair aesthetic of very long hair that would usually be pinned back. Technological advances also changed the lives of women during this time period. The rise of domestic science, later a part of home economics encouraged women to think about their housework in a scientific and rational manner. Courses designed for efficient household chores and child rearing became more common at universities, and was considered an acceptable avenue for women to gain a post-secondary education. The Industrial Revolution brought about a frenzy of new inventions, many of which were the household appliances we often take for granted today. Especially in the urban cities, electricity was now common in households, allowing people to buy and use electric stoves, vacuum cleaners etc. These modern appliances made the lives of certain women easier. However, most Canadians still lived in rural areas, without access to running water, or electricity. Compare these two photos (both taken at the same time). What do you think?

4.2 Topic:

Women in Politics (the vote)

Women and Work

Women’s Social Role

5.1

What Changed

What stayed the same

Final “so what”

HIS2A – Canada in the 1920’s  Residential Schools Historical Thinking Concept: Cause and Consequence (Morton, T. Seixas, P. The Big Six: Historical Thinking Concepts. 2013. Canada: Nelson Education. pg. 102.) Guideposts to Cause and Consequence: Guidepost 1: Multiple Causes and Multiple Consequences Change is driven by multiple complex causes and results in multiple complex consequences. They create a web of long-term and short-term causes and consequences Guidepost 2: Causes Vary in Influence The causes that lead to a particular historical event vary in their influence, with some being more important than others. Guidepost 3: Historic Actors and Conditions Events result from the interplay of two types of factors: (1) historical actors, who take action to cause historical events, and (2) the social, political, economic, and cultural conditions within which the actors operate. Guidepost 4: Unintended Consequences Historical actors cannot always predict the effect of conditions, opposing actions, and unforeseen reactions. These have the effect of generating unintended consequences. Guidepost 5: Not Inevitable The events in history were not inevitable, any more than those of the future are. Alter a single action or condition, and an event might have turned out differently. Residential Schools: (Taken from Think Literacy Cross-Curricular Approaches Grades 7-12: Subject-Specific Examples. History. Lesson “Engaging in Reading: Talking to the Text” pg. 911) Overview: Imagine being told by the government that ou and your culture were uncivilized. Imagine that you and every child with the same ethnic background as yours were separated from your parents and taken to a boarding school. At the boarding school, the teachers’ goal was to erase your memory of your own culture. You are not allowed to speak your own language. You are not allowed to practice your religion. You were taught new ways to act and behave. You had to forget about your own culture, or else you were severely punished. You felt lonely, confused and resentful. This is exactly what happened to Aboriginal children in Canada between the ages of 5 and 16 years old and between the years 1880s-1990’s. For over 100 years Aboriginal children were removed from their homes and communities and sent to residential schools that were set up by the government, and usually run by various churches. The residential school syytem was worse than the regular school system. The government and church did not fund it enough, and the ensuing conditions were terrible. The children were often sick, starving and physically, emotionally, psychologically, and even sexually abused. They lost their sense of being, culture and identity. Aboriginal communities lost several generations of young people.

Why did the Canadian government create the residential school system? The government, and general populations attitudes towards Aboriginal people was very different in the past. Today we try to recognize and celebrate different cultures. They bring value to our multicultural society, and we understand the importance of preserving them. However, in the 19th century, most Canadians had the opposite belief. They believed that people who were different should give up their culture and beliefs, and be assimilated into Canadian society. Another common belief in the 1800’s and for most of the 1900’s was that Aboriginal culture was uncivilized. The government and general population believed Aboriginal people to be savage. The government believed that they needed to change, and the only way to do that, was to get to the children. If they influenced the children, then the following generations’ culture and religion would be more like the rest of Canada. Starting in 1920, it became mandatory for all Aboiginal children aged 7 to 15 to live most of the year in one of the 80 government funded schools. What was life like for children at residential schools? The residential school system never received enough funding from the government and the churches to run them properly. They were poorly build, and not well maintained. Children lived in dirty, overcrowded conditions. There was insufficient heating, lighting, air circulation, and food. These conditions led to a high rate of disease and death. The main goals of the schools were to discipline and erase Aboriginal children’s culture from their lives. They received a different curriculum than regular schools. Their studies were focused on things such as cleanliness, obedience, honestly, patriotism, and the evils of native life. They lost their own history, were forced to speak English or French, so therefore lost their own language. They were not taught significant skills or knowledge either. Another min focus of these schools was to “Christianize” Aboriginal children. They were forced to abandon their traditional beliefs, values, and ways of life, and take up Christian ones. In order to carry out these goals, harsh punishment was often employed. Teachers and principals used strict rules and brutal punishments. Children were punished for speaking their own language. However, since many young children did not know English, they were essentially silenced out of fear, until they learned it. Everyday they were punished and humilitated in public. Physical abuse of children included sexual assault, burning, severe beatings, using electric shock, withholding medical attention and much more. Children also suffered from terrible emotional and psychological abuse as well. Although some teachers and principals were caring, it was very common for adults running the schools to become abusive. The schools were hidden from the public, and inspections were rare. When inspections did happen, adults hid or destroyed evidence of abuse, and the children were forced to lie about their treatment in the schools.

What happened to residential the residential school system? When people think about the residential school system, they may think of it as a relic of the distant past. However, it is not. In reality, most residential schools did not close until the 1970’s, and the last one closed in 1996. By 1992, most churches apologized for their part in causing so much pain and suffering. The Canadian government also organized a public inquiry to look into the history of residential schools. In 1998, the government issued a statement that said it regretted the treatment of Aboriginal People and set up a $350 million healing fund to help victims of abuse. Finally in 2008, Prime Minister Stephen Harper formally apologized for Canada’s federally funded residential school system.

5.2 Taken from Think Literacy Cross-Curricular Approaches Grades 7-12: Subject-Specific Examples. History. Lesson “Engaging in Reading: Sorting Ideas Using Concept Formation”

5.3 Homework Handout HIS2A – Canada in the 1920’s  Residential Schools

Historical Thinking Concept: Cause and Consequence Instructions: Choose one of the following quotes from a residential school survivor. Respond to it in the form of a journal entry from that persons perspective. Entry should be one short paragraph (4 – 8 sentences). This is due next class. Quotes3: 1. We weren’t rewarded for good behaviour. We were only disciplined for bad behaviour, and it took its toll on me. How? Like I said, I became withdrawn, painfully shy, and I just couldn’t communicate with anyone. I couldn’t receive love or show anyone love. I didn’t even love myself. - Brenda Cardinal 2. Christmas was the worst. Many of the pupils who lived on the Necoslie Reserve in Fort St James were able to spend the Christmas holidays with their partners, but Mary Sutherland’s and mine lived too far away – there so was money to have us brought home, so we stayed in the school. I thought about all the people who would be coming back to Stoney Creek. I couldn’t stop thinking about the dances and the visiting and the walk through frosty darkness to the little church on Christmas Eve. I thought I would die, I was so lonesome for my parents and my village.” - Mary John, Stoney Creek Reserve 3. The traditional way of education was by example, experience, and storytelling. The first principle involved was total respect and acceptance of the one to be taught, and that learning was a continuous process from birth to death. It was total continuity without interruption. Its nature was like a fountain that gives many colours and flavours of water and that whoever chose could drink as much or as little as they wanted to whenever they wished. The teaching strictly adhered to the sacredness of life whether of humans, animals, or plants. - Art Soloman, Ojibwe Elder on comparing the residential school system of education to the traditional First Nation System

6.1 Image: The Citizen’s Committee of One Thousand. The people must choose. Found in Rea, J.E. (1973) The Winnipeg General Strike. Canada: Holt, Rinehart and Winston.

3

Elizabeth Freeman-Shaw & Jan Haskings-Winner, Canadian Sources: Investigated 1914 to the Present. Toronto: 2008. pg. 38.

6.2 Western Labor News, Winnipeg. We must go forward. May 24, 1919. Found in Rea, J.E. (1973) The Winnipeg General Strike. Canada: Holt, Rinehart and Winston. P. 51

6.3 The Times, Toronto. Clean out the Bolshevists. May 20, 1919. Found in Rea, J.E. (1973) The Winnipeg General Strike. Canada: Holt, Rinehart and Winston. P. 36

6.4 The Winnipeg Citizen. A proletarian dictatorship. June 3, 1919. Found in Rea, J.E. (1973) The Winnipeg General Strike. Canada: Holt, Rinehart and Winston. P. 66

7.1 Poster ‘Britishers! Bring your families to Canada’ Courtesy Canadian Pacific Limited, Corporate Archives, neg.no.4312. Found in Knowles, V. Strangers at Our Gates: Canadian Immigration and Immigration Policy, 1540 -1990. 1992. Toronto: Dundurn Press. P.102 Poster ’Canadian Pacific, Apply here.’ Courtesy Canadian Pacific Limited, Corporate Archives, neg.no.4321. Found in Knowles, V. Strangers at Our Gates: Canadian Immigration and Immigration Policy, 1540 -1990. 1992. Toronto: Dundurn Press. P.102

Poster ’Canadian Pacific, Apply here.’ Courtesy Canadian Pacific Limited, Corporate Archives, neg.no.4321. Found in Knowles, V. Strangers at Our Gates: Canadian Immigration and Immigration Policy, 1540 -1990. 1992. Toronto: Dundurn Press. P.102

Poster on Chinese Immigration [textual record] http://collectionscanada.gc.ca/pam_archives/index.php?fuseaction=genitem.displayEcopies&lan g=eng&rec_nbr=190281&rec_nbr_list=134,161424,190281,1603627,1941897,1603625,161636 4,1600681,1601314,1600386&title=Poster+on+Chinese+immigration+[textual+record].+&ecop y=e010833850-v8 Date: 1923 Place of creation: no place, unknown, undetermined Canada.gc.ca Date modified: 2008-03-19

7.2 (Back of handout) 1. How would the law makers at the time validate their decision to tax the Chinese immigrants in Canada and deny their families from joining them in Canada, while at the same time, spending money (advertisements, reduced prices) to encourage British immigration to Canada?

2. Considering how poorly Canadian lawmakers treated Chinese immigrants in the past, should the government today make a day to honour the contributions and sacrifices the Chinese immigrants made? Why or why not?

Expectations -

Understands relevant worldviews at the time

-

Understand what the historical author implicitly and explicitly expressed about desired immigrants in Canada when the author created their primary source

Beginning (1)

Developing (2)

- Student approaches relevant worldviews with limited understanding

- Student approaches relevant worldviews with some understanding

- Student shows limited understanding of what is implicitly or explicitly said by the historical author of these primary sources

- Student

shows some understandin g of what is implicitly or explicitly said by the historical author of these primary sources

Progressing (3) - Student approaches relevant worldviews with considerable understanding

- Student

shows considerable understandin g of what is implicitly or explicitly said by the historical author of these primary sources

Extending (4) - Student approaches relevant worldviews with thorough understanding

-Student shows

thorough understanding of what is implicitly or explicitly said by the historical author of these primary sources

Rubrics: Basic Formative Rubrics: Formative Assessment Rubric Beginning (1) -

Understands relevant worldviews at the time

-

Understand and draw the historical author implicitly and explicitly said regarding the creation of their primary source

- Student approaches relevant worldviews with some understanding

- Student shows limited understanding of what is implicitly or explicitly said by the historical author of these primary sources

- Student

Beginning (1) -

Understand and fully utilize their Data chart

-

Understand and draw the historical author implicitly and explicitly said regarding the creation of their primary source

Developing (2)

- Student approaches relevant worldviews with limited understanding

- Student shows limited understanding of their data chart and have not completed their chart - Student shows limited understanding of what is implicitly or explicitly said by the historical author of these primary sources

shows some understandin g of what is implicitly or explicitly said by the historical author of these primary sources

Developing (2) - Student approaches relevant worldviews with some understanding

- Student shows

some understanding of what is implicitly or explicitly said by the historical author of these primary sources

Progressing (3) - Student approaches relevant worldviews with considerable understanding

- Student

shows considerable understandin g of what is implicitly or explicitly said by the historical author of these primary sources

Progressing (3) - Student approaches relevant worldviews with considerable understanding

- Student

shows considerable understandin g of what is implicitly or explicitly said by the historical author of these primary sources

Extending (4) - Student approaches relevant worldviews with thorough understanding

-Student shows

thorough understanding of what is implicitly or explicitly said by the historical author of these primary sources

Extending (4) - Student approaches relevant worldviews with thorough understanding

-Student shows

thorough understanding of what is implicitly or explicitly said by the historical author of these primary sources

8.1 Criteria

Level R (049%)

Knowledge/ Understanding Criteria

Insufficient

Of concepts, ideas and opinions regarding their historical actors position Of how the worldviews at the time influenced their actor

Thinking

Use of planning skills (e.g. Organizing and inquiry; formulating questions; gathering and organizing date, evidence and information; setting goals; focusing research)

Level 1 (50– 59%) Limited knowledge of concepts ideas and opinions.

Level 2 (6069%)

Level 3 (7079%)

Some knowledge of concepts ideas and opinions.

Considerable knowledge of concepts ideas and opinions.

Level 4 (80100%) Thorough knowledge of concepts ideas and opinions.

Limited understanding of how world views influence their actor

Some understanding of how world views influence their actor

Considerable understanding of how world views influence their actor

Thorough understanding of how world views influence their actor

Uses planning skills with some effectiveness.

Uses planning skills with considerable effectiveness.

Uses planning skills with thorough effectiveness.

Uses processing skills with some effectiveness

Uses processing skills with considerable effectiveness .

Uses processing skills with thorough effectiveness .

Incorporates some relevant evidence.

Incorporates considerable relevant evidence.

Insufficient

Use of processing skills (e.g., interpreting, analyzing, synthesizing, and evaluating date, evidence and information; detecting point of view and bias; formulating conclusions)

Uses planning skills with limited effectiveness.

Uses processing skills with limited effectiveness. Incorporates limited relevant evidence.

Incorporates thorough relevant evidence.

Use of evidence from course material and primary sources

Communication Insufficient

Limited clear expression and logical organization of information and ideas.

Some clear expression and logical organization of information and ideas.

Considerable clear expression and logical organization of information and ideas.

Thorough clear expression and logical organization of information and ideas.

Language conventions (grammar, usage, spelling, punctuation) and vocabulary.

Limited accurate and effective use of language conventions and vocabulary.

Some accurate and effective use of language conventions and vocabulary.

Considerable accurate and effective use of language conventions and vocabulary.

Thorough accurate and effective use of language conventions and vocabulary.

Communicates for different audiences and purposes with limited

Communicates for different audiences and purposes with some

Communicates for different audiences and purposes with considerable

Communicates for different audiences and purposes with thorough

Clarity of written expression; logical organization and development of ideas.

Communication for different audiences (e.g. peers, adults) and purposes (e.g. to

inform

Application

Application of knowledge and skills (e.g., concepts and procedures, spatial skills, process, technologies) in familiar contexts Transfer of knowledge and skills to new contexts Worldviews of the time are used to support their argument

Insufficient

effectiveness. Applies knowledge and skills in familiar contexts with limited effectiveness.

effectiveness. Applies knowledge and skills in familiar contexts with some effectiveness.

effectiveness. Applies knowledge and skills in familiar contexts with considerable effectiveness.

effectiveness. Applies knowledge and skills in familiar contexts with thorough effectiveness.

Transfers knowledge and skills to new contexts with limited effectiveness.

Transfers knowledge and skills to new contexts with some effectiveness.

Transfers knowledge and skills to new contexts with considerable effectiveness. .

Transfers knowledge and skills to new contexts with thorough effectiveness.

Worldviews of the time are used to support their argument with limited effectiveness.

Worldviews of the time are used to support their argument with some effectiveness.

Worldviews of the time are used to support their argument with considerable effectiveness.

Worldviews of the time are used to support their argument with thorough effectiveness.

Videos: 1.1 Schlesinger, L. (Producer) Harman, H. (Director). (1931) Bosko the Doughboy . America: Warner Brothers. http://www.youtube.com/watch?v=8rwQ45916U0 2.1 Fani Brice: I’ve got a feeling I’m falling. (1929) America: Fox Movietone News. http://www.youtube.com/watch?v=HCnckV2gEyQ 5.1 For, By and About First Nations People. The Residential Schools. www.firstnationfilms.com 6.1 Tierney, K. (Producer), Tierney, J. (Director). (2009). The Trotsky [Motion picture]. Canada: Alliance Atlantis. 8.1 Fleischer, M. Zuckor, A. (Producers). Fleischer, D. (Director) (1935) Betty Boop: A little soap and water. America: Paramount Pictures http://www.youtube.com/watch?v=LoRwhKZBS34